Hannu K Savolainen
University of Jyväskylä, Education, Faculty Member
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Abstract Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall... more
Abstract Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants’ educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education.
Research Interests:
Research Interests: Psychology, Learning Difficulties, Self Control, Life course, Young Adults, and 11 moreAcademic achievement, Reading and writing, Education Systems, Young Adult, Comparative Analysis, Social Acceptance, Longitudinal Study, Cognitive Ability, Long Term Effect, Verbal Communication, and Psychomotor Skills Education
Research Interests:
ABSTRACT Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes... more
ABSTRACT Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which culturalhistorical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries. Keywords: cultural forces; historical forces; cultural-historical framework; inclusion; inclusive education; teacher education; attitudes; human rights
Research Interests:
Research Interests:
Research Interests:
... a * , Petra Engelbrecht b , Mirna Nel c & Olli-Pekka Malinen a Available online: 01 Sep 2011. ... Advances to the theory of positive development among individuals and families under stress. Journal of Family Psychotherapy , 21:... more
... a * , Petra Engelbrecht b , Mirna Nel c & Olli-Pekka Malinen a Available online: 01 Sep 2011. ... Advances to the theory of positive development among individuals and families under stress. Journal of Family Psychotherapy , 21: 116. [Taylor & Francis Online] View all references). ...
Research Interests:
Research Interests:
ABSTRACT Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers.... more
ABSTRACT Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacher-experienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
ABSTRACT This paper reports on the first phase of an international comparative mixed methods research project that is based within a cultural historical framework in order to pay stronger attention to the implications of differences and... more
ABSTRACT This paper reports on the first phase of an international comparative mixed methods research project that is based within a cultural historical framework in order to pay stronger attention to the implications of differences and similarities within the unique and complex educational contexts in China, South Africa and Finland. Data collection methods included the analysis of education policy documents as well as the use of two questionnaires that focus on teachers’ sentiments, attitudes and concerns about inclusive education and a teacher self-efficacy scale for inclusive practices. Results indicate that each country’s historical commitment to inclusive education and its attendant historical and cultural legacies have mediated deeply embedded perceptions about who should be responsible for the education of students with special educational needs. Furthermore results indicate that teacher efficacy with an emphasis on their sense of self-efficacy in the implementation of inclusive education could guide the development of effective inclusive education practices and that collaborative teaching and leadership practices could be an effective way of influencing teacher attitudes. These results have important implications for the development of relevant teacher education for inclusion programmes in China, South Africa and Finland. Taking the role of cultural practices and historical developments into account has therefore enabled the researchers to discern regularities and discontinuities across international contexts and critically reflect on the further development of effective inclusive school communities internationally.
Research Interests:
Research Interests:
This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition... more
This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised one age group of ninth-grade adolescents (n = 592; 300 girls, 292 boys)
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life... more
Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education , employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants' educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education.
Research Interests:
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This... more
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.
Research Interests:
A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied... more
A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.
Research Interests:
The implementation of inclusive education has become an internationally accepted goal. In this process a substantial challenge is to simultaneously increase both equality and quality in inclusive education. This article discusses ways of... more
The implementation of inclusive education has become an internationally accepted goal. In this process a substantial challenge is to simultaneously increase both equality and quality in inclusive education. This article discusses ways of achieving this goal in light of recent research findings which indicate that it is possible to meet both goals at once. The findings of various studies on the Finnish comprehensive school reform, along with recent learning outcomes, support this conclusion. During the comprehensive school era, equality has increased, performance gaps have decreased, and student achievement has improved overall. Possible reasons for this are that Finnish educational policy development has not followed international mainstream trends and that flexible and extensive special education provisions have been built into our school system. Internationally acknowledged requirements for a good education are competent teachers and a school system’s commitment to take on the responsibility of educating children of all abilities.
Research Interests:
The main purpose of this study was to examine the extent to which middle and late adolescents' depressive symptoms predict their later school burnout and, in turn,... more
The main purpose of this study was to examine the extent to which middle and late adolescents' depressive symptoms predict their later school burnout and, in turn, the extent to which school burnout predicts depressive symptoms. Drawing on data gathered at ages 15-19 in two-three-wave longitudinal studies, we investigated cross-lagged paths between school burnout and depressive symptoms. In Study 1 the participants were 15-year-old adolescents (Time 1: N = 611, Time 2: N = 614, Time 3: N = 725) who completed the School Burnout Inventory and depressive symptoms twice during their final term of comprehensive school and once after the transition to upper secondary high school or vocational school. In Study 2 the participants were 17-year-old adolescents whose school burnout and depressive symptoms were measured three times annually (Time 1: N = 474, Time 2: N = 412, Time 3: N = 414) during their 3 years of secondary education. Results of both studies revealed moderate stability for both school burnout and depressive symptoms. They also showed that school burnout more strongly predicted subsequent depressive symptoms later on than vice versa. Lastly, they revealed cumulative cycles between school burnout and depressive symptoms.